How Eight Rural Districts Came Together to Redefine Postsecondary Success in the Midst of a Pandemic

Autor/in	Heyward, Georgia
Institution	Center on Reinventing Public Education (CRPE)
Titel	How Eight Rural Districts Came Together to Redefine Postsecondary Success in the Midst of a Pandemic
Quelle	(2021), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Rural Schools; School Districts; Postsecondary Education; Success; Career Exploration; COVID-19; Pandemics; Internship Programs; Dual Enrollment; High School Students; Technical Assistance; Cooperative Planning; Coaching (Performance); Board of Education Policy; College Readiness; Career Readiness; Student Diversity; Racial Differences; Ethnicity; Socioeconomic Status; Colorado + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; Schulbezirk; Post-secondary education; Tertiäre Bildung; Erfolg; Berufserkundung; Berufspraktische Ausbildung; Doppelstudium; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Technische Hilfe; Rassenunterschied; Ethnizität; Socio-economic status; Sozioökonomischer Status
Abstract	When COVID-19 hit, Holyoke School District was nine months into an ambitious three-year strategy, the Homegrown Talent Initiative (HTI), designed to help rural communities across Colorado better prepare youth for success after high school by offering new career exploration and training opportunities. In the midst of school closings, remote learning, and community hardship, Holyoke found time to finalize its plan. This brief explores how Holyoke and other HTI districts increased youth access to internship and dual enrollment opportunities in the 2020-21 school year, while the pandemic disrupted opportunities like these for students nationwide. We found: (1) Community creation of a new definition of student success deepened districts' commitment to redesigning the high school experience, which propelled them to move forward with ambitious implementation plans; (2) Support from the technical assistance providers helped rural districts cultivate the capacity they needed to maintain progress; and (3) Early efforts to transform district policy and monitor quality moved communities in the direction of sustained, systemic change. [Additional funding for this research was provided by the Gill Foundation and Adolph Coors Foundation.] (As Provided).
Anmerkungen	Center on Reinventing Public Education. University of Washington Bothell Box 358200, Seattle, WA 98195. Tel: 206-685-2214; Fax: 206-221-7402; e-mail: crpe@u.washington.edu; Web site: http://www.crpe.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01